scholarly journals Expanding STEM Membership: Using Science Process Skills in a Social Justice Curriculum to Combat Stereotype Threats and Build Self-Efficacy in African American Students

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Beverly A King Miller ◽  
Alma D. Stevenson ◽  
Shelli L Casler-Failing
Keyword(s):  
Social Justice ◽  
African American ◽  
Self Efficacy ◽  
Process Skills ◽  
Science Fair ◽  
Science Process Skills ◽  
American Students ◽  
Science Fair Project ◽  
Culminating Project ◽  
Design And Testing

10.5590/JERAP.2021.11.1.18Science process skills were scaffolded throughout instruction over the ten-week program. The culminating project included the development, design, and testing of their own independent science fair project. The results reflect an increase in students’ self-efficacy which was evidenced by the students’ preparation and presentation of their projects in the science fair.

scholarly journals Correlation Between Pre-Service Science Teacher Laboratory Self-Efficacy And Science Process Skills In Laboratory Activities

2019 ◽  
Vol 9 (3) ◽  
Author(s):  
Yeni Widiyawati ◽  
Dwi Septiana Sari
Keyword(s):  
Science Teacher ◽  
Science Teachers ◽  
Self Efficacy ◽  
Service Science ◽  
Rank Test ◽  
Process Skills ◽  
Science Process Skills ◽  
Laboratory Activities ◽  
Key Variables ◽  
Quantitative Descriptive

<em>Laboratory self-efficacy and science process skills are the key variables that need to be measured to show it’s a correlation. These variables will determine their career as a science teacher. Pre-service science teacher must have the skills to explain the natural objects and phenomena holistically and integrative. So that, the aims of this research was to 1) reveals the laboratory self-efficacy of, 2) identify science process skills level of and 3)identify the correlation between laboratory self-efficacy and science process skills of pre-service science teacher under laboratory activities. Quantitative-descriptive, scanning models were used to collect the data. Laboratory self-efficacy scale was developed of level, strength, and generality components. Documentation and observation techniques were used to collect the science process skills data. Bandura’s theory was adopted in self-efficacy Laboratory self-efficacy scale. Mean of laboratory self-efficacy of pre-service science teachers were in moderate level while their science process skills were at a low level. Spearman Rank test showed a significant correlation between these two variables. In the other hand. Regression test showed that laboratory self-efficacy does not significantly determine the pre-service science teacher science process skills’.</em>

Feeling Black: A Conversation About Justice Imperatives in Education, Disability, and Health

2021 ◽  
pp. 1-8
Author(s):  
Samuel R. Hodge ◽  
Louis Harrison
Keyword(s):  
Teacher Education ◽  
Social Justice ◽  
African American ◽  
Social Constructions ◽  
Disability And Health ◽  
Theoretical Frameworks ◽  
Gender Culture ◽  
American Students ◽  
Nuanced Understanding ◽  
Conducting Research

The purpose of this paper is to engage the reader in a conversation about justice imperatives in education, disability, and health. As counternarrative to structured majoritarian scholarship and positioned in the expressed intent of the National Academy of Kinesiology’s 90th annual meeting theme of Kinesiology’s Social Justice Imperative, we express feelings about the urgency for social justice in teacher education. To start, we operationally define social justice as advocacy, agency, and action. Next, we recommend the application of critical theoretical frameworks in conceptualizing and conducting research involving historically marginalized and minoritized populations (e.g., African American students). This conversation is theoretically grounded in intersectionality to offer a nuanced understanding of social constructions, such as ethnicity (e.g., African American) and race (e.g., Black), gender, culture, disability, and sociometric positioning regarding justice imperatives in education, disability, and health.

scholarly journals Differences between African-American and Caucasian students on enrollment influences and barriers in kinesiology-based allied health education programs

2012 ◽  
Vol 36 (2) ◽  
pp. 164-169 ◽  
Author(s):  
J. P. Barfield ◽  
D. C. Cobler ◽  
Eddie T. C. Lam ◽  
James Zhang ◽  
George Chitiyo
Keyword(s):  
African American ◽  
Health Education ◽  
Self Efficacy ◽  
African American Students ◽  
Allied Health ◽  
Education Programs ◽  
Allied Health Education ◽  
American Students ◽  
Education Enrollment ◽  
Caucasian Students

Kinesiology departments have recently started to offer allied health education programs to attract additional students to teacher education units ( 9 ). Although allied health professions offer increased work opportunities, insufficient enrollment and training of minority students in these academic fields contribute to underrepresentation in the workforce ( 3 ). To improve workforce diversity, kinesiology departments must understand how enrollment influences and barriers differ by race among prospective students. Therefore, the purpose of this study was to identify differences in allied health education enrollment influences and enrollment barriers between minority and Caucasian students. Participants ( n = 601) consisted of students enrolled in kinesiology-based allied health education programs. Multivariate ANOVA was used to compare group differences in enrollment decision making. “Personal influence,” “career opportunity,” and “physical self-efficacy” were all significantly stronger enrollment influences among African-American students than among Caucasian students, and “social influence,” “experiential opportunity,” “academic preparation,” and “physical self-efficacy” were all perceived as significantly greater barriers compared with Caucasian students. Findings support the need to recruit African-American students through sport and physical education settings and to market program-based experiential opportunities.

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